miércoles, 13 de junio de 2012

The Lexical Approach.

The Lexical Approach.

This approach is a way to teach vocabulary. Lewis (1993) said:"...Language is
grammaticalised lexis, not lexicalised grammar...". In other words, lexis is central
in creating meaning.

In this approach is very important the vocabulary more than grammar, because
without words can not say anything.


Catedra II
Part II

https://docs.google.com/document/d/1xEj4yx2ZPvHQjiis2f-1CR3Evmzfp8eLhy7wufjLgNQ/edit?pli=1


miércoles, 6 de junio de 2012

lunes, 4 de junio de 2012

Metacognition Homework.

Homerwork

Ways to foster metacognition:

-Activate previous knowledge.
-Making a plan for learning something.
-Monitoring their understanding.
-Time management.
-Selecting the right strategy for learning task.
-Self-evaluation.

What is automaticy?

-Automaticy is the ability to do things without occuping the 
mind, common activities for example: walking, speaking, running, etc.

How do we develop automaticy?

-We can develop automaticy through exercises, repetion and 
practice.

When have you felt that you had a full cognitive load?

-I had a full cognitive load when I had study for many tests 
and presentations in a short time and in some cases I did not
understand some subject very well.





















Metacognition.

Metacognition is one of the most important approach. It covers the higher mental 
processes of human being the opportunity to learn to be a critical with reference
to their own resolution of problematic situations determines the possibility of
constructing their own knowledge. 

These cognitive processes allow students enhance the intelectual skills
to construct new meaning of learning.





sábado, 12 de mayo de 2012

Coursebook Assessment.

Pairwork Activity.

Katherine F. - Claudia C.

CRITERIA.

COURSEBOOK.


REFLECTION.

We think that Chilean reality offers four hours for the Ennglish subject, so, the aims or objectives are too ambitious.

In the first unit, the reading activity is focusing a very passive skill, because there are ways in which the students without understanding what his reading can guess the correct answers (drawings).

We think that this book is not appropriate for an eights middle schools, because the morphosyntax content are too high (unit one contents, cover simple and complex sentences, simple present, simple past, present perfect, passive voice, connectors and pronouns.

On the other hand, we think that the focus of the book is centered in passive skills of comprehension and know skill for productions. Each unit present reading and listening comprehension.

The topics are interesting, and they enhance cultural values of our Chilean culture, example Gabriela Mistral is presented in Unit two and some national bands. All the topic are interesting, but there are too many for students. It is tiring at each of he modules. The teacher would have to filter some topics so as to motivate the student.

Maybe we would take out some pictures that would distract a boy from eight grade. They would pay too much attention to female figures instead of focusing in the contents and aims presented in the lesson.

The presentation is attractive, it has a lot of colors and uses a format where the students can write his answers straight in the book.

Maybe we would choose the most important tasks and leave some out, because we consider that there are too many activities for four hours a week.

In the pronunciation students do not practice the language enough, the same applies to grammar students can´t write a complete sentence. With the vocabulary is enough too.